Business driven learning solution particularly suitable for sales-oriented organizations

ABSTRACT

Disclosed is a business driven learning solution and related methods for managing the learning and training needs of a sales-oriented organization in a manner that is responsive to dynamic business needs. The invention employs modules of interrelated and interdependent business processes for the identification and prioritization of learning needs, the selection of learning approaches, the development of learning content, the coordination and delivery of learning instruction, and the overall management and administration learning efforts. Embodiments of the inventions disclosed include sales training objects to provide a template for sales training that is focused on a solution, and how to position and sell the solution, rather than on the products that make up the solution. As a result, the sales force is educated, understands the customers&#39; business requirements, and is able to craft specific value propositions to a given customer with respect to that solution. Thus, the training is customer-centric as opposed to product-centric.

CROSS REFERENCE TO RELATED APPLICATIONS

The present application claims priority from U.S. Provisional PatentApplication Ser. No. 60/391,932, filed Jun. 28, 2002, from U.S.Provisional Patent Application Ser. No. 60/391,929, filed Jun. 28, 2002,and from U.S. Provisional Patent Application Ser. No. 60/398,590, filedJul. 26, 2002. Furthermore, the present application is related insubject matter to U.S. patent application Ser. No. 10/265,156, filedOct. 7, 2002, the specification of which is hereby incorporated byreference in its entirety.

FIELD OF THE INVENTION

The invention disclosed relates to a business driven learning solutionand related methods for managing the learning and training needs of asales-oriented organization in a manner that is responsive to dynamicbusiness needs. Among other things, the learning solution disclosed isresponsive to an organization's business timelines and goals so as toenable a given organization to manage its learning needs as effectivelyas it would manage a traditional business. In an implementation of thepresent invention, the business driven learning solution and relatedmethods may be used for managing the learning and training needs of thesales force of an organization.

BACKGROUND OF THE INVENTION

Employee training and education is becoming increasingly critical to thesuccess of organizations within today's modern global economy. As aminimum requirement to remaining competitive, companies that operate intoday's complex industries need employees who remain knowledgeable andcurrent in areas of expertise that serve the companies' ever-evolvingstrategic objectives. Executives of such companies feel this need forimproved learning solutions as it is brought to the forefront of theirstrategic objectives by various business imperatives of the competitivemarket.

There are a number of forces driving the need for organizations toimprove their training organizations. Organization executives are facingurgent business imperatives that demand changes in their trainingorganizations. For example, one such business imperative felt by theexecutives of many companies is the need to accelerate their “clockspeed” when introducing new or repositioning existing product offerings.A difficulty faced by learning systems in supporting this rapid changein business positioning is that many different individuals in a givencompany perform many different functions and therefore require differenttypes of training to implement a single change in business position.Sales forces in particular must be effectively trained regarding newproduct features and value propositions before the best sales resultscan be obtained. Similarly, new positioning of existing products (e.g.,pitching groups of products together as providing improved solutions toclients) requires sales forces to understand not just productsindividually, but their interplay in forming solutions for targetclients in order to effectively implement this strategic businessobjective. The longer such training takes, the more the implementationof strategic business objectives is delayed.

Likewise, learning capabilities of a company must be able to supportorganization growth and expansion. Leaders of companies may be forced toforgo undertaking bold yet lucrative business growth plans, because boldgrowth plans require that the company has the ability to rapidlyattract, train, and/or deploy a skilled workforce. Thus, improvedlearning capabilities are needed that accelerate the training speed andspeed to competency of an entire workforce.

Similarly, company executives may have a business imperative requiringthe initiation of a culture change within the company that will enable apre-existing workforce to more easily adapt to the company's changingbusiness focus. Learning solutions must therefore also serve as a toolto drive culture change within an organization as an executive's desireto drive a new corporate mindset often has a strong learning component.Common culture change themes that require significant learning effortsinclude quality control changes, initiatives to increase shareholdervalue, and steps for adopting a customer-centric business focus.

Furthermore, corporate mergers and reorganizations are commonplaceoccurrences in many of today's markets and industries. Such mergers andreorganizations often necessitate massive post-merger/reorganizationintegration efforts by the remaining companies. This not only requiresreconciling pre-existing business goals and strategies, but alsointegrating and upgrading educational and training efforts within theremaining corporate entities. Improved learning solutions are thereforeneeded to deal with such occurrences by being able to easily modifyexisting training efforts to match the changing business environment.

Finally, the management of contemporary companies often view theircompanies' internal training organizations or efforts as bloated costcenters with very little visibility into cost allocation and virtuallyno accountability when it comes to returning adequate value on learninginvestments. Since companies are always looking across theirorganization to identify ways to manage costs, it would be beneficial iflearning solutions were able to be used to allocate learning andtraining costs accurately across different business units and venturesso as to facilitate cost management. It would be further beneficial ifsuch learning solutions could be used to generate strategic costreductions or even spur or generate profits. With a proper learningsolution, it is possible that training can be leveraged outside theorganization for revenue growth and cost savings opportunities. Someexamples of this include leveraging corporate knowledge in a new way tocreate a new source of revenue, using training to align value chainpartners, or reducing support costs by placing information with thecustomer.

Increasingly, business organizations are recognizing the need fortraining organizations that are responsive to the foregoing businessimperatives, and that can deliver results that align with businessstrategies. The learning solutions currently applied in contemporaryorganizations fail to satisfy these imperatives.

For example, contemporary sales-oriented learning efforts focus on thefeatures and architecture of the product being sold. Product-focusedtraining of sales forces therefore may be inconsistent across productlines, e.g., in terms of objectives and format. This may result inunnecessary and redundant training content, and an ineffectiveness inmeeting the business objectives of the organization. Thisproduct-focused approach emphasizes the unique or improved productfeatures without incorporating an employer's business goals.Product-focused training is especially detrimental to sales in so-called“high tech,” financial, or computer software industries where a productline may consist of numerous components that can be integratedseparately or in various combinations to provide customized “solutions”to clients. The selling employee under a product focused approach is nottrained to understand the strategic markets, the customers' businessrequirements, the overall value potential of a given solution, and themarket factors driving the need for the solution. By focusing learningefforts only on a particular product or series of products, the sellingemployee is not equipped to sell complete solutions that meet customers'and employers' overall corporate objectives.

As another example, contemporary organizations often use their humanresource departments or other administrative departments to offerinstructor-led training courses for employees at a central location.While this approach may appear attractive from a purely financialperspective because it limits personnel and infrastructure costs, thissolution becomes less suitable when the employee students are located invarious remote areas (thus requiring travel) and/or have independent,conflicting schedules of availability for instruction. Furthermore,recruiting and training qualified instructors requires significanteffort and specialized skills from a learning organization'scoordinators. Thus, this approach is less suitable as the number ofnecessary instructors grows (such as where many courses are needed orwhere the same is course is needed in various languages).

Computers have been increasingly employed to address many of thelogistical issues linked with coordinating the delivery of learningcontent and/or instruction that needs to be taught multiple times, thatneeds to be taught to large numbers of students who are remotelylocated, and/or that needs to be taught to a student body that hasconflicting schedules of availability. For example, computer-deliveredinstruction systems are available wherein students can receiveinstruction via a computer over a network by accessing a centralrepository of previously prepared electronic learning (“e-learning”)content courses and/or materials stored on a remote server. Thisapproach can be used to provide independent, self-paced instruction on astudent by student basis whereby each student can log on to the remoteserver and access desired e-learning instructional content at any time.Unfortunately, the compiling and maintenance of self-paced computerdelivered training requires both subject matter and technical expertiseand much development effort to approach the level of effectiveness ofclassroom training with an instructor. Additionally, suchcomputer-delivered instruction systems are unfortunately not ideal forall types of learning needs, such as where group activities,student-to-student interactions, or student-to-instructor interactionsare essential for optimum learning.

Computer networks have likewise been used to provide virtual classroomswhere a single instructor teaches a large number of remotely locatedstudents simultaneously using web conferencing, remote presentation orlike technologies. While the virtual classroom approach can reducepersonnel, travel and physical infrastructure needs and still retainsthe flexibility of relatively easy course content updating, it does notallow self-paced instruction for students having independent andconflicting schedules of availability. Students of a virtual classroomstill have to “attend” class at a pre-scheduled time as opposed toreviewing computer delivered content whenever they have available timeor wish to work on a given course. Furthermore, virtual classroomtechnologies can require that access for every remote student be madevia a highly robust computer network capable of handling high bandwidthcommunications applications. Many organizations simply will not have thetechnical infrastructure to be able to utilize virtual classrooms forall of their learning needs.

Another disadvantage of contemporary learning solutions is that theyfail to provide the ability for executives to monitor performance oflearning solution efforts in achieving their underlying purpose offurthering business strategies. It would be helpful if executives hadaccess to various performance or success metrics that measure theperformance of a given learning solution similar in manner to howperformance is measured in traditional performance driven areas of theircore business. Useful metrics relating to a learning solution couldinclude, for example, output-related metrics that indicate course hoursproduced or student days delivered, and metrics which attempt toquantify the success training is having in serving its intended purpose.The inability to accurately monitor performance metrics leavesorganizations and their learning services with an inability to ensureservice quality, allow for accurate resource forecasts, allocate costsand provide a means to measure the learning solution's success helpingthe organizations meet goals and commitments. This aspect makes itdifficult for executives and learning administrators to make certainthat ongoing and future learning efforts are continuously aligned withbusiness strategies, priorities and goals.

The identification and prioritization of learning needs, the selectionof learning approaches, the development of learning content, thedelivery of learning instruction, and the overall management andadministration learning efforts and content require learning solutionsthat are responsive to business strategies, imperatives, and logisticalfactors. Contemporary learning solutions employed in the business worldhave failed to integrate the many complicated processes and systems thatmust be implemented to ensure that a given company's learning effortsmeet their learning needs as dictated by prioritized businessstrategies.

Thus, there remains a need in the art for an improved learning solutionand related methods that overcome the above-described and other problemsassociated with current learning solutions for sales-orientedorganizations. Such a solution preferably utilizes a customizable blendof computerized on-line instructional systems and instructor basedservices that allow for the efficient distribution of course content andmaterials as well as enhance the system response time to instructor,student, and/or resource concerns and issues. The aforementionedlearning solutions and related methods should provide the ability torespond quickly and efficiently to logistical and resource concerns inorder to minimize the time to achieve sales force competency.

SUMMARY OF THE INVENTION

In light of the above-described and other deficiencies inherent incontemporary learning solutions, it is an object of the presentinvention to provide a learning solution and related methods that ensurethat a sales oriented organization's instructional content and deliverymechanisms are aligned with the business and learning objectives of thatorganization. Such learning solutions and related methods are capable ofdramatically improving an organization's efficiency by identifying,prioritizing, developing and delivering employee training efforts and byproviding dynamic system monitoring capabilities that ensure theeffectiveness of the critical employee training efforts.

Concurrently, it is an object of the present invention to provide alearning solution and related methods that are driven by salesstrategies and business priorities in all aspects of learning. Suchaspects of learning include the identification and prioritization oflearning needs, the selection of learning approaches, the development oflearning content, the coordination and delivery of learning instruction,and the overall management and administration of learning efforts.

Further, it is an object of the present invention to provide a learningsolution and related methods that adapt the delivery of desiredinstruction to the most suitable mechanisms, including instructor ledtraining, virtual classroom training, computer delivered instruction,printed reading materials, and appropriate combinations thereof.

Additionally, it is also an object of the present invention to provide alearning solution that allocates learning costs and bills appropriatebusiness units or projects for learning effort expenditures such thatthe solution can be implemented by a business partner or sub-unitorganization operating independently like a separate business entityfrom the organization requesting/needing the learning services. In thismanner, learning services needs of an organization can either beoutsourced to a separate business entity or still managed internally asan independent business unit with the same built-in imperatives toreduce costs and drive profit centers as those business units and/orexternal organizations that will ultimately pay for the learningservices.

Furthermore, it is an object of the present invention to provide alearning solution and related methods that are embodied in a network oflearning systems which facilitate the monitoring, organization, andreporting of learning solution performance metrics that enable efficientcoordination of learning efforts with business strategies andpriorities.

Additionally, it is an object of the present invention to provide alearning solution and related methods that offer standardized salestraining modules implemented flexibly across an organization's productlines, resulting in a standardized training format that consistentlymeets the organization's business objectives.

Finally, it is an object of the present invention to provide a learningsolution and related methods that enable a sales force to identify theneeds and goals of customers and to provide customers with asolutions-based sales approach that reaches across traditional productdelineations.

To achieve these and other objects, the disclosed learning solutions andrelated methods according to the present invention manage the learningand training needs of a sales-oriented organization in a manner that ishighly responsive to dynamic business needs. Among other things, thelearning solutions and related methods disclosed are responsive to anorganization's business timelines, sales strategies, goals and strategicobjectives so as to enable the organization to have its learning needsmanaged effectively in a manner similar to the management of atraditional client services business.

Learning solutions according to embodiments of the present inventioncomprise four basic modules of interrelated and interdependent businessprocesses for the identification and prioritization of learning needs,the selection of learning approaches, the development of learningcontent, the coordination and delivery of learning instruction, and theoverall management and administration learning efforts. The interactionof the various modules of business processes with one another helps todefine the services, performance metrics and application capabilities,among other things, required to support an optimized outsourced solutionto meet a given organization's business learning objectives.

One of the four basic modules of the learning solution comprises abusiness strategy alignment module to accept business strategy inputfrom the learner organization, prioritize learning requests/needs andassist in developing and delivering appropriate learning efforts bycommunicating relevant information to processes in the various othermodules of the learning solution.

Learning solutions according to the present invention also include acontent management module that manages the processes for learningcontent that is developed internally, or alternatively licensed fromexternal sources, and that is necessary to implement the learningefforts identified and prioritized by the business strategy alignmentmodule in light of logistical concerns. Content management modulesaccording to embodiments of the invention can also tag and cataloglearning content, such as in the form of a database of reusableknowledge objects, appropriately such that it can be reused in futurelearning efforts as appropriate and also that it may be easily accessedfor delivery to the learner as required.

Learning solutions according to embodiments of the present inventionalso comprise a delivery module that implements the business processesused in the learning solutions for coordinating the delivery of highquality training across a plurality of media in a cost efficient manner.Learning efforts provided by the learning solutions according to thepresent invention in response to learning requests are therefore able toutilize combinations of instructor led training (“ILT”), virtualclassroom training (such as with a live instructor connected to studentsthrough videoconferencing or over a computer network like the Internet),printed instructional materials and interactive computer software-basedtraining mechanisms. Further, the delivery module coordinates theprocesses of allocating and scheduling of the use of facilities wheretraining takes place and other resources with appropriate instructor andlearner commitments.

Additionally, learning solutions according to embodiments of the presentinvention comprise a learning administration module that facilitatescentralized learning management and administrative services across theentire learning solution. Such learning administration modules enable,among other things, the solution to provide registrar functionsincluding tracking the training records of students and the availabilityof course offerings. Specific learning administration processes caninclude curriculum management, course registration, course fulfillmentsupport, and record keeping of training results.

Preferred embodiments of the learning solution also include a learningbusiness management module. This module impacts and interacts with thepreviously discussed modules that make up the learning solution. Thelearning business module establishes goals for effectiveness andefficiency of the learning solution and monitors quantitative andqualitative measures of success.

In an implementation of the present invention, the business drivenlearning solution and related methods may be used for managing thelearning and training needs of the sales force of an organization.According to the present invention, necessary standardized salestraining objects are identified by the business strategy alignmentmodule, which are then developed and implemented flexibly across allproduct lines via the remaining modules of the invention. The result isa standardized training format that consistently meets theorganization's business objectives.

Specifically, in developing sales training objects within the contentmanagement module it is advantageous to focus on the organization'sbusiness strategy, e.g., the target customers, competition, customerneeds, etc., rather than focusing on the details of the specific productbeing sold. Examples of sales training objects may include a solutionsoverview object, a customer business needs object, a value propositionobject, a solutions components object, a competition object, a costjustification tools and techniques object, and an executive selling andsolutions object. The sales training objects serve to provide a templatefor sales training that is focused on a solution, and how to positionand sell the solution, rather than on the products that make up thesolution. While the other sales training objects are individuallytailored to each new product, the executive solutions selling andsolutions object includes a series of one-time courses that providegenerally applicable sales training and complement the other salestraining objects. As a result, the sales force is educated, understandsthe customers' business requirements, and is able to craft specificvalue propositions to a given customer with respect to that solution.These value propositions are customized based on a particular customer'scircumstances, what is important to the customer, and what the salespersonnel have gathered as far as the customer's needs. Thus, thetraining is customer-centric as opposed to product-centric.

Once the training content is developed, in the form of multiple objects,it serves as a reusable template, which may be catalogued via thecontent management module used over again for different types ofproducts. This reusable template ensures that there is a consistent setof objectives, which are adhered to for any given product or solution asit rolls out in the training. Delivery methods for the training contentare managed via the invention's delivery module and may includeself-paced web, interactive web, and a blending of e-learning and liveinstructor-lead classroom training. The use of skilled instructorsenables the sales force to receive specific feedback and participate indiscussions focused on their customer's business needs and the valueproposition of the training solution.

In preferred embodiments of the present invention the learning solutionis implemented by an independent business entity that is actingaccording to a service level agreement with an organization in need oflearning services outsourcing. A service level agreement is a contractbetween the learning solution services provider and the licensing (i.e.,outsourcing) organization that establishes the requisite quality andeffectiveness levels of the learning solution services as measured byone or more pre-selected performance metrics. Suitable metrics canrelate to measurements of the output of a learning solution (e.g.,instructional course-hours developed or delivered), measurements ofperformance level of learning efforts provided by the learning solution(e.g., student satisfaction, test and/or certification results), andmeasurements of the business impact of learning efforts (e.g.,improvements in employee productivity, such as an increase in salesfollowing training). The terms of a service level agreement may require(as compared with the levels measured before the implementation of agiven learning effort), for example, minimum learning-output metricsvalues relating to increases in student enrollment and course hours,minimum learning-performance metrics relating to employeecertifications, and minimum learning-impact metric increases regardinggross sales generated by each trained salesperson. Such an outsourcedlearning solution tracks and reports pre-selected performance metrics tothe outsourcing organization on a continuous basis to facilitate costallocation among appropriate business units or to specific learningefforts (equivalently, “training efforts”), and uses them according tobusiness management processes within the learning solution to gauge thelevel of effectiveness of particular learning efforts in helping theorganization reach desired business objectives and thus refine futurelearning efforts.

The invention having been thus described, preferred embodiments thereofwill now be described in detail with reference to the following figure.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a schematic diagram depicting the interaction of the basicmodules of a learning solution according to embodiments of the presentinvention.

FIG. 2 a is a flow diagram depicting a preferred process utilized inembodiments of the present invention to enable alignment of learningefforts with prioritized business strategies.

FIG. 2 b is a diagram depicting an exemplary learning blueprint thatcould be utilized in preferred embodiments of the invention toprioritize and fund learning efforts implemented by learning solutionsof the invention.

FIG. 3 is a flow diagram depicting the interface between businessstrategy alignment and content management for a solutions orientedapproach to selling products according to embodiments of the presentinvention.

FIG. 4 is a flow diagram depicting an iterative process for developinglearning content according to embodiments of the present invention.

FIG. 5 a is a chart depicting redundancy and inconsistencies inherent ina typical contemporary learning solution.

FIG. 5 b is a chart depicting how training objectives are aligned andstandardized in an embodiment of the present invention.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

As used hereafter, the term “organization” is used broadly to identifythe business entity that is in need of a solution to provide learningservices. The learning solutions according to the present invention caneither be outsourced by such organizations (whereby the processes of thelearning solution are implemented by a third party learning servicesprovider under contract to an organization) or can be implementedinternally within the organization (as, for example, an independentbusiness unit within the “outsourcing” organization). In embodiments ofthe invention wherein a learning services business unit within anorganization provides learning services to other business units withinthe organization, the learning services business unit would still feelthe need to satisfy customers as it would be responsible for generatinga “profit” by meeting predefined performance metrics set by “client”business units (i.e., the other more traditional business units of theorganization) and allocating learning effort charges as expenses to theclient business units as appropriate. In this manner, the learningsolutions according to the present invention can be said to be“outsourceable” by an organization.

A learning solution 100 is conceptually depicted in the schematicdiagram of FIG. 1. Solution 100 comprises modules of interrelated andinterdependent business processes, along with appropriate tools forefficiently implementing these processes according to the businessdesires of the organization. The interaction of the various modules ofbusiness processes with one another helps to define the services,performance metrics and application capabilities, among other things,required to support an optimized outsourced solution to meet a givenorganization's business learning objectives.

As depicted in FIG. 1, business strategy alignment module 110 utilizesprocesses and tools (as described below) to accept business strategiesfrom the organization. It then aligns the organization's learning goalsand training efforts with the organization's current strategy, businessobjectives and organizational structure. The business strategy alignmentprocesses identify the learning objectives of the organization, andassist in developing and delivering a particular curriculum by providingrelevant information to processes in the various other modules ofsolution 100. This alignment ensures that learning curricula is designedto meet the organization's most current needs.

Once solution 100 identifies what types of learning or curriculum aredesired and/or required by the organization, the solution is also ableto deliver suitable learning materials to fill those needs. Contentmanagement module 120 includes processes and associated tools requiredto build and/or buy appropriate learning content based upon learningobjectives and delivery requirements. As will be readily appreciated byone of ordinary skill in the art, it will not always be the bestapproach for the learning solution 100 to internally develop deliverablelearning content in response to a learning effort requested by theorganization. On one hand, time constraints, subject matter constraints,and other logistical issues may make it more cost effective for thelearning solution to purchase or license previously developed learningcontent as opposed to developing or compiling new content.Alternatively, the specialized needs of the organization may make itdifficult to utilize outsourced or precompiled content. Contentmanagement module 120 facilitates solution 100 taking factors such asthese appropriately into consideration when assembling suitable learningcontent.

Once learning content has either been obtained from a third party ordeveloped internally, business processes and associated tools of contentmanagement module 120 create, manage and operate a central repository oflearning content and knowledge objects. Content management businessprocesses contained in module 120 tag and catalog learning content andknowledge objects appropriately such that they can be reused asappropriate and may be easily accessed for delivery to the learner whennecessary.

Delivery module 130 in turn contains business processes and relatedtools for providing the delivery of high quality training across aplurality of media in a cost efficient manner. Suitable mechanisms andmedia by which learning content may be delivered to students accordingto embodiments of the present invention can include combinations ofcomputer-delivered or web-based courses available over electronicnetworks (such as the Internet) for self-paced instruction, interactivevirtual classroom instruction and related media (both video andanimation) available over electronic networks which utilize instructorsto lead classrooms of remotely located students, in personinstructor-led training, and paper-based products used in conjunctionwith by self-paced or instructor training. Further, the deliverybusiness processes in module 130 manage coordinating the scheduling ofthe facilities where training takes place with appropriate instructorand learner commitments.

Learning Administration module 140 contains business processes andassociated tools necessary to provide learning management andadministrative services across the entire business driven learningsolution 100. Exemplary learning administration business processesinclude individual curriculum management, course registration, recordkeeping of training results, and related financial settlementinformation (such as where metrics are used by the organization to gaugethe performance of the solution 100).

Learning solution 100 also may include a learning business managementmodule and an operations module. The learning business management modulepresents the capability to manage the overall lifecycle of a learninginitiative and to provide continuous improvement to currently ongoingand future learning initiatives. The operations module interacts withall other modules of solution 100 to provide service control, serviceintegration and continuous improvement to existing business processes.

The processes of the business strategy alignment module 110 are centralin ensuring that the learning efforts produced by the learning solutionentities are completely aligned with the strategic objectives of theorganization. The business strategy alignment module 110 passes therequests from the organization (or business units thereof) for newlearning efforts or for modified learning efforts through a formalprocess whereby the requested learning effort becomes cast in aconsistent direction with organizational strategic objectives andpriorities, funded from appropriate budget allocations, and transformedinto a work in progress by the learning solution 100. Referring now toFIG. 2 a, a business strategy alignment process 200 utilized inpreferred embodiments of the present invention is depicted and comprisesvarious steps that enable newly requested and ongoing learning effortsto be aligned with prioritized business strategies and goals.

As depicted in FIG. 2 a, business strategy alignment process 200 firstprepares 210 a customized learning blueprint for the organization. Alearning blueprint provides a grouping and organization of variousbusiness strategies and goals across the entire organization andidentifies potential areas of learning. Each organization's learningblueprint is therefore unique and is used by the business strategyalignment process 200 and therefore module 110 to determine whichpotential learning efforts (from the many requested by various entitieswithin the organization) introductions or modifications are funded(including from which budget allocation and to what amount) and pursued(i.e., if the requested learning effort consistent with one or morestated learning strategies or objectives reflected in the blueprint) andexactly how the request is fulfilled (i.e., requested learning effortsthat map to higher organizational priorities may be entitled todifferent funding or resources). An organization's learning blueprint istypically reviewed and revised periodically by business strategyalignment module 110 for the organization, such as once or twice afiscal year to reflect changing business strategies and learningservices budgets. Of course, an organization's learning blueprint can bereviewed and revised at any time whenever significant changes in thelearning focus and business strategies or priorities of the learnerorganization occur.

FIG. 2 b depicts an exemplary learning blueprint 211 that could beutilized to prioritize and allocate funding to learning effortsimplemented by learning solutions of the invention for a particularhypothetical organization that is outsourcing its learning needs. Asshown in FIG. 2 b, a learning blueprint 211 itemizes different strategicobjectives of the organization into various tracts 212 which canrepresent, for example, organizational areas of focus, product groups,business units, or departments within the organization. For a givenorganization, as depicted in learning blueprint 211, a tract can beassigned, for example, for product segments, sales skills, generalemployee development and organization culture transformation. For eachsuch tract, the learning blueprint itemizes initiatives 213 that reflectparticular areas in which the organization expects to focus asignificant portion of its attention and expenditures on learningefforts. Thus, an employee development tract can contain separateinitiatives for new employee orientation, and training regarding anupcoming organization-wide computer system change. Similarly, theproduct segment tracts can include separate initiatives for majorproduct lines (e.g., custom database solutions) or even individualproducts of high priority (e.g., new products introducing new productlines). For each tract 212 and/or each initiative 213 itemized withinthe learning blueprint 211, overall budget caps can be assigned toassist the learning solution in obtaining, managing and deliveringlearning content that serves the strategies and priorities of theorganization.

Referring again to FIG. 2 a, the business strategy alignment process 200initially receives a request 215 for learning services (a “learningeffort request”) from an individual or business unit of theorganization. The learning effort request details what the individual orbusiness unit submitting the request believes is an important learningneed that requires a new or modified learning effort. According toembodiments of the invention, a learning effort request can be made inany form, including a verbal communication, a voicemail message, aletter, or an email message directed to a contact for the businessstrategy alignment module. Preferably, the request is provided on astandardized form (which, even more preferably, can be electronicallysubmitted) that is completed by the requesting entity, and where theform contains queries designed to elicit sufficiently detailedinformation that allows the business strategy alignment module contactto understand the request sufficiently. After receiving a learningeffort request, an initial determination 220 is made regarding whetherthe request is addressable through training efforts or whether it wouldalternatively be best addressed through more simple measures likedocumentation or a newsletter produced by the resources of therequesting business unit of the organization. In the event that thelearning effort request is not deemed suitable for the learningsolution, at step 225 a rejection is sent to the requester.Alternatively, at 225, a query for a more detailed learning effortrequest is sent to the requester.

Whenever a learning effort request is deemed to present a learning needthat is addressable by the learning solution, process 200 prepares 230an initial action proposal for the requested learning effort in the formof a preliminary learning effort plan (“preliminary LEP”). Thepreliminary LEP makes a pre-production judgment as to the type ofdelivery that will be most advantageous (Web-based course for self-pacedinstruction, a course involving live or virtual classroom time with aninstructor, etc.) given the learning effort request and likelylogistical/budget constraints, and whether the request should beaddressed by creating wholly new learning content or by modifying thecontent of an existing learning effort.

At 250, a validation check is made to assess whether the preliminary LEPis feasible given budget priority restraints imposed by the currentlearning blueprint. If it is not, process 200 returns to step 230 andrevises its initial action proposal to produce a modified (e.g., scaleddown or re-targeted within the learning blueprint) preliminary LEP. Thismodified preliminary LEP is then mapped to the learning blueprint (asbefore, again at step 240) using a revised cost estimate, and thevalidation check is repeated (at step 250). This process loop repeatsitself until the validation check is successful, which indicates thatthe action proposal fits within business goals and priorities (asevidenced by, among other things, budget allocations associated with thelearning blueprint). At this time, a finalized learning effort proposal(“LEP”) is prepared 260 for use by the content management module 120.This LEP contains more detailed budget allocation information, deliverytimelines, and initial content design requirements for use by the othermodules of learning solution 100.

In preferred embodiments of the invention that are applied tosales-oriented organizations, a business goal or strategy identified bythe business strategy alignment module 110 can be particularly adaptedto provide solution-based training efforts. This may be the case becausethe learner organization is in the business of selling products that areinherently designed to be purchased and/or used in various combinations,as, for example, is the case in the software and high technologyindustries. In such preferred embodiments, the interaction of thebusiness strategy alignment module 110 with the organization has driventhe content management module 120 to create and manage learningsolutions that are comprised of various learning objects that further asolution oriented sales approach. Such learning objects could include asolutions overview object, a customer business needs object, a valuepropositions object, a solution components object, a competition object,and a cost justification tools and techniques object. FIG. 3 shows aprocess 300 that embodies these objects.

In FIG. 3, solutions overview object 310 provides to the learner asynopsis of the business strategy behind each solution. Such an objectmay include a description of market factors driving the need for thesolution. The object 310 may foster understanding of the key strategicmarkets for both horizontal and vertical industries. This object 310also could describe how the solution fits into the overall strategy ofthe selling organization in terms of other technology, product sales,and service contracts. A solutions overview object 310 may alsointroduce the learner to the high-level business needs that the solutionmeets and to the value propositions for that solution. Furthermore, theobject 310 may address at a high-level how the solution compares tocompeting products or solutions and give an overview of the particularcomponents that make up the solution.

Following the solutions overview, customer business needs object 320focuses on techniques that allow a seller to identify with thecustomer's business perspective. This object 320 may show learners howto match potential solutions to customers' needs. Also the object 320could explain how to probe managers and executives to determine customerneeds. Instruction could present unique approaches for probing differentlevels of management (e.g., mid-level, senior level, or technologymanagers) and recognizing the triggers for sales opportunities.

With an appreciation of how to identify the customers' needs from theobject 320, a value proposition object 330 then seeks to develop anunderstanding of the value proposition offered by the solution. Thisobject 330 may present how the value of a solution can be presentedeffectively to different types of customers (e.g., CEOs, seniormanagement, or technology managers). Also, this object 330 could providetraining on how to customize value propositions for given customerscenarios.

With the tools in place to understand customers' needs and the value ofa solution, solution components object 340 builds on the introductionprovided in the solutions overview object and develops furtherunderstanding of the components that make up the solution. This object340 may describe key features of each solutions component in the contextof both customer needs and a competitive comparison. Also, a solutioncomponents object 340 may provide the opportunity to practice designingsolutions for a given customer scenario. Furthermore, this object 340could provide instruction on how to ensure compatibility of a designedsolution with a customer's current environment.

With a thorough understanding of the organization's solution components,a competition object 350 provides an understanding of comparablecompetitor offerings, along with the strengths and weaknesses of thosecompetitor offerings. This object 350 could also provide techniques toovercome competitors' claims.

The next object of process 300 in preferred embodiments forsales-oriented organizations is cost justification tools and techniquesobject 360. This object 360 may include instruction about when costjustification may be required for particular customer scenarios. Thisobject 360 could teach the sales force to identify appropriate costjustification methods. Furthermore, this object 360 may provide theopportunity to practice using cost justification tools and techniquesusing case studies and examples.

Process 300 may also include one-time course offerings to cover topicsof that are of a more general nature, called executive selling andsolutions object 370. The subject matter of these one-time offerings canbe reinforced throughout the other components of process 300. Topics forthese one-time offerings may include, e.g., developing business acumenand techniques for value-based sales proposals. A course offering indeveloping business acumen may include several components, such as avalue selling component, a component on identifying interests/concernsof different management levels, a component to introduce how executivesuse financial statements, a financial analysis component, a financialresearch component, and a component on making presentations toexecutives. Similarly, a course in value-based sales proposals mayinclude components such as crafting value propositions, using industryanalysis tools to understand customers' businesses, using financialtools to understand customers' businesses, identifying and articulatinga value hypothesis, developing techniques to refine/optimize a valuehypothesis, and creating a final value proposition.

A particular process implemented in content management module 120 of alearning solution 100 according to such preferred embodiments isconceptually depicted in the flow diagram of FIG. 4. Specifically, FIG.4 shows a content development process 400 that embodies a combinationiterative steps that enable a learning solution to leverage benefits ofthe business strategy alignment module processes and thereby identify,develop, and manage deliverable learning content internally for anorganization's required learning efforts. Content development process400 starts by interfacing 410 with business strategy alignment processesof module 110 to receive information regarding the learning content thatneeds to be developed for a learning effort. This passage of businessstrategy alignment information helps to ensure that any new or modifiedlearning materials and content are always aligned with the businesslearning strategies and objectives of a licensing organization. Thebusiness strategy alignment information is then passed down (andpossibly revised as described below) through the various subsequentsteps of content development process 400, including content design 420,content production 430, certification 440, and delivery preparation 450until it is ultimately handed off with any newly-developed deliverablelearning content at step 460 by interfacing with the processes of thedelivery module.

In operation, upon receiving the initial content design requirementsfrom the business strategy alignment processes, the content design step420 leverages technology and organization services to implement a seriesof functions, tests, and analyses to produce an initial layout of anynew content that needs to be developed for a given learning effort. Inpreferred embodiments for sales-oriented organizations, such new contentmay include revisions or wholesale changes to the solutions overviewobject, customer business needs object, value propositions object,solution components object, competition object, and cost justificationtools and techniques object discussed above. The functions, tests, andanalyses performed during content design 420 include performancestrategy and role impact strategy to make an initial assessmentregarding a recommended instructional design (i.e., whether to utilizecomputer delivered self-paced courses, instructor-led training (“ILT”),virtual classrooms, etc.). In making this initial assessment, care istaken to perform audience analyses and environment analyses to ensurethat the chosen instruction design is not incompatible with thelogistics of the learning audience (e.g., whether it is feasible toexpect the learners to be able to attend pre-scheduled live classes withan instructor) or with learning services resources (such asinstructor/classroom availability, budget and development scheduleconstraints). The initial assessment will often also include medialayout design (i.e., for a computer-delivered interactive course, thiswould include a layout of the types of audio, video, and graphicalpresentations and simulations that would be required or useful inteaching the subject matter) and indications as to whether subjectmatter experts (“SMEs”) would be necessary for consultation.

In the event that additional information is necessary or that thelearning content cannot be designed within budget or logisticalconstraints, feedback can be provided upstream to the business strategyalignment processes to obtain revised initial content designrequirements. This feedback is indicated in FIG. 4 by the broken arrowgoing from step 420 to 410, with the broken nature of the arrowsindicating the optional upstream aspect of this flow. All of theinformation included in the initial design assessment is used to producea development plan that is sensitive to budget and logisticalconstraints and delivery timelines detailed by business strategyalignment module 110, with the development plan then being referenced bythe later steps of content development process 400.

The results and/or conclusions detailed in the development plan asproduced from the various analyses performed during content design 420are then utilized for downstream content production 430, certification440, and delivery preparation 450 so as to ensure that the developmentof a course's deliverable learning content and materials remainsconsistent with the organization's business learning strategies andobjectives and particular learning effort need. During contentproduction 430, technology and organization services are leveraged todevelop, license and build suitable learning content for the carefullydesigned course curricula. This content production 430 can include, forexample, subject matter information collection and organization viaSMEs, web-based training (“WBT”) learning content object development forself-paced learning courses delivered via computer, ILT and virtual ILT(“v-ILT”) curriculum layout and scheduling development, multi-medialearning content development (including both pre-production andpost-production development) for use in one or more courses of varioustypes, packaging and integration with pre-existing learning content,negotiation of any licenses or rights to use purchased content,instructor development and training, and job-aid production.

As with the prior content design step 420, results of the ongoingcontent production step 430 can be communicated upstream to the contentdesign step 420 to facilitate peer review and enable revisions tocurrent design plans or even further upstream to enable LEP revisions ifnecessary. Once learning content has been finalized (or, optionally atrial version capable of being reviewed has been finalized), acertification 240 is performed to review the output of the contentproduction step 230. This certification compares the produced contentagainst the design requirements of the LEP and development plan toensure that the overall course development, production, and packagingare consistent with the licensing organization's business learningstrategies and objectives before the content is certified and releasedfor delivery. Any content that does not match these design requirementsis sent back to the content production 430 stage (or earlier stages) forrevision as shown by the broken arrows.

After the design 420 and production 430 of course content and materialsfollowed by their certification 440, the certified new or revisedcontent is subjected to a delivery preparation step 450. For computerdelivered instruction objects and the like, this delivery preparationstep can include formatting or versioning of any content objects to becompliant with industry standards of electronic learning contentdelivery. Content development process 400 ends by interfacing 460 withthe delivery processes of the delivery module 130 for storing the taggedand cataloged content objects to simplify their retrieval and ultimatedelivery to learners.

As will be readily appreciated by one of ordinary skill in the art, itwill not always be the best approach for the learning solution 100 tointernally develop deliverable learning content in response to alearning effort requested by the organization. Often, time constraints,subject matter constraints, and other logistical issues may make it morecost effective for the learning solution to purchase or licensepreviously developed learning content (completely ready for delivery tolearners or otherwise) or commission the development of suitablelearning content from third party providers. For example, if theorganization needed employee training for sales of a new product linedeveloped outside the organization, it may be more efficient to purchasetraining or reuse training materials from the provider of the newproduct line as opposed to creating new learning content internally fromscratch. Therefore, the content management module 120 according toembodiments of the invention also contains processes that enable theprocurement of third party learning content and services as well asintegrating that content and services for delivery and administrationwithin the control of the learning solution.

As was the case with internally developed learning content, any learningcontent purchased or licensed from third party providers would need tomeet the detailed budget allocation information, delivery timelines, andinitial content design requirements established by business strategyalignment module 110. Also similar to how was described above withrespect to the content development process 400, any content obtainedfrom third party sources would be certified, formatted, versioned,tagged and cataloged in roughly the same manner as internally developedlearning content. After receiving third party content, the contentmanagement module still, like in process 200, certifies the contentagainst requirements established by the business alignment module. Anyelectronic learning content would then be versioned and/or formatted tobe compatible or consistent with internally developed content. Suchelectronic learning content would then, as part of content managementmodule 120, be tagged appropriately and placed into data stores tofacilitate organization, delivery upon demand, and location/reuse of thecontent for the current and future learning efforts. In this manner,content management module 120 allows the learning solution 100 to takeadvantage of the most efficient mechanisms for assembling appropriatelearning content for efforts needed by the organization.

Collectively, the objects of process 300 in preferred embodiments forsales-oriented organizations are used to align training objectives withbusiness goals and sales strategies of the organization while, at thesame time, avoiding redundancy. FIG. 5 a graphically represents theredundancy and inconsistencies inherent in a typical contemporarylearning solution for a sales-oriented organization. The representativeproduct-focused training modules, Sales ILT, ISales iTV, Sales CD-ROM,ISales Overview iTV, Sales Overview Teletraining, and Products andSolutions Web, can address multiple competencies as shown by the “X”marks under each module title. The separate modules, when combined as alearning solution, result in redundant material for some competencies(such as demonstrating an understanding of a solution) and inadequatecoverage of other competencies.

FIG. 5 b represents a learning solution for a sales-orientedorganization structured under the present invention. The solutionaddresses the same competencies shown in the inefficient learningsolution of FIG. 5 a. However, the learning solution is alignedaccording to preferred embodiments of the invention for sales-orientedorganizations to optimize training efforts and resources. Therepresentative training modules include the seven objects mentioned inthe above discussion of content design process 300: a solutions overviewobject, a customer business needs object, a value propositions object, asolution components object, a competition object, a cost justificationtools and techniques object, and an executive selling and solutionsobject. The standardized sales training modules shown in FIG. 5 b eachaddress a single competency as designated by the “X” marks under eachmodule title. This structure eliminates the redundancy andinconsistencies inherent in typical contemporary learning solutions.

As will be appreciated by those skilled in the art, embodiments of thelearning solution of the present invention may be implemented in anetwork of learning platforms that together provide the electronic toolsand information sharing capabilities needed by a learning solutionservices provider to efficiently implement and manage learning effortsaccording to the business desires of a complex learner organization. Theplatforms provide coordination and synchronization of learning contentdevelopment, delivery and management so as to enhance the learningsolution's response time to instructor, student, and/or resourceconcerns and issues. Preferably, the learning solution networks alsotrack information relating to the learning solution and its learningefforts and provide visibility of that information to facilitatebusiness management processes.

While exemplary embodiments of the invention have been shown anddescribed herein and in the attached appendices, it will be obvious tothose skilled in the art such embodiments are provided by way of exampleonly. Numerous insubstantial variations, changes, and substitutions willnow be apparent to those skilled in the art without departing from thescope of the invention disclosed herein by the Applicants. Accordingly,it is intended that the invention be limited only by the spirit andscope by the claims as appended hereto.

1. A computer-based system for producing a business driven learningsolution, the system comprising: a processor; and computer-readablemedium encoding instructions for automated production of the businessdriven learning solution for training members of a sales-basedorganization, the training centering on business needs of an externalcustomer of the sales-based organization, said learning solutioncomprising modules of interrelated and interdependent business processesfor execution by the processor, including: a business strategy alignmentmodule configured to recognize and prioritize business driven learningneeds of said organization and to implement learning efforts to meetsaid business driven learning needs within budget and logisticalconstraints; wherein the business strategy alignment module isconfigured to receive a request that identifies a first learning needand to make an initial determination of a manner of addressing therequest, wherein the manner comprises at least one of the following:denying the request, requiring a more detailed request, and acceptingthe request; and wherein accepting the request further comprisesselecting an appropriate learning effort approach to meet the firstlearning need; a content management module configured to design,procure, and manage learning content to implement said learning effortsand at least one knowledge object that furthers an approach orientedaround at least one customer solution for the business needs of theexternal customer, wherein the at least one customer solution comprisesa group of products of the sales-based organization, wherein thelearning content comprises information relating to an interplay of theproducts in forming the at least one customer solution, and wherein saidat least one knowledge object comprises at least one of the following: avalue propositions object for developing an understanding of a valueproposition offered by the at least one customer solution, and a costjustification tools and techniques object for presenting instruction onjustifying cost for the external customer, including identifying whencost justification may be required for the external customer; a deliverymodule configured to coordinate delivery of learning solution resourcesfor instructing said members across a plurality of training media in acost-effective manner; and a learning administration module configuredto contain related processes for managing and tracking availability,delivery and results of the learning efforts in relation to said membersor departments within said organization, the related processes includingat least one of the following: registrar processes for tracking trainingrecords of a learner or availability of course offerings, curriculummanagement processes, course registration processes, course fulfillmentsupport processes, and training results record keeping processes.
 2. Thecomputer-based system according to claim 1, wherein said learningsolution further comprises a learning business management moduleconfigured to assess whether said learning solution is meeting businessgoals, strategies and priorities of said organization.
 3. Thecomputer-based system according to claim 2, wherein said assessment bythe learning business management module comprises: receiving performancemetrics regarding operations of said learning solution from said contentmanagement module, said delivery module, and said learningadministration module; comparing said performance metrics againstpredetermined minimum service levels; and revising operations of saidbusiness strategy alignment module, said content management module, orsaid delivery module in an effort to have said performance metrics meetsaid predetermined minimum service levels.
 4. The computer-based systemaccording to claim 3, wherein said predetermined minimum service levelsare operational requirements agreed upon in a service level agreementbetween said organization and a learning services provider.
 5. Thecomputer-based system according to claim 3, wherein said performancemetrics are of types selected from the group consisting oflearning-output metrics, learning-performance metrics, and learningimpact metrics.
 6. The computer-based system according to claim 1,wherein said recognition and prioritization by the business strategyalignment module comprises: identifying business goals and strategies ofsaid organization and assigning relative priorities thereto; receivingrequests from said organization for the learning efforts to instructsaid members; and selecting appropriate learning effort approaches foreach of the received requests, said learning effort approaches aligningwith said business goals and strategies of said organization accordingto said relative priorities.
 7. The computer-based system according toclaim 6, wherein said business strategy alignment module is configuredto designate business tracts and initiatives for sorting potentiallearning efforts of said organization into, said tracts and initiativescorrelating to said goals and strategies; wherein said business strategyalignment module is configured to assign budget allocations to saidtracts and initiatives reflecting said relative priorities of said goalsand strategies; and wherein said tracts, initiatives and budgetallocations facilitate selecting appropriate learning effort approachesfor each of the received requests.
 8. The computer-based systemaccording to claim 7, wherein said designation by the business strategyalignment module of the tracts and initiatives comprises creating alearning blueprint that facilitates aligning learning efforts with saidprioritized business goals and strategies of said organization.
 9. Thecomputer-based system according to claim 8, wherein said learningblueprint details said budget allocations for said tracts andinitiatives.
 10. The computer-based system according to claim 8, whereinsaid business strategy alignment module is configured to revise saidlearning blueprint as necessary to reflect significant changes in saidbusiness goals, strategies, and relative priorities.
 11. Thecomputer-based system according to claim 1, wherein said implementationof the learning efforts to meet said business driven learning needscomprises: estimating a cost for developing and delivering a proposedlearning effort to satisfy a request by said organization for training,and comparing said estimated cost to an associated budget allocation.12. The computer-based system according to claim 11, wherein thebusiness strategy alignment module is configured to modify said proposedlearning effort until said estimated cost satisfies said associatedbudget allocation.
 13. The computer-based system according to claim 11,wherein the business strategy alignment module is configured to estimatesaid cost according to a cost schedule detailing a standard set ofcharges for learning effort tasks.
 14. The computer-based systemaccording to claim 1, wherein said procurement and management of saidlearning content necessary to implement said learning efforts comprisesdeveloping said learning content according to budget restraints, initialcontent design requirements, and delivery timelines from said businessstrategy alignment module.
 15. The computer-based system according toclaim 14, wherein the development of said learning content comprisespurchasing said learning content, otherwise acquiring said learningcontent, or creating said learning content.
 16. The computer-basedsystem according to claim 14, wherein said learning content comprisesstandardized sales modules across all product lines.
 17. Thecomputer-based system according to claim 14, wherein said contentmanagement module includes training mechanisms selected from the groupof the following: a customer solutions overview object for synopsizing abusiness strategy behind the solution, a customer business needs objectfor showing techniques for determining the business needs of theexternal customer, a customer solution components object for developingunderstanding of the group of products of the at least one customersolution, and a competition object for developing an understanding ofcomparable competitor offerings.
 18. The computer-based system accordingto claim 1, wherein said content management module is configured tocreate, manage, and operate a central repository of the learning contentand the at least one knowledge object.
 19. The computer-based systemaccording to claim 18, wherein said content management module isconfigured to tag and catalog the learning content appropriately suchthat it can be reused in future learning efforts.
 20. The computer-basedsystem according to claim 1, wherein said related processes in thedelivery module for coordinating the delivery of the learning solutionresources comprise related processes for planning at least one trainingactivity based on input from said business strategy alignment module,executing said at least one training activity, and conducting follow-upservices after said at least one training activity.
 21. Thecomputer-based system according to claim 20, wherein said deliverymodule is also configured to provide operations support services forsaid planning, executing, and conducting elements.
 22. Thecomputer-based system according to claim 20, wherein said at least onetraining activity is selected from the group consisting of instructorled training, virtual classroom training, self-paced training deliveredvia computer, and a blend of e-learning and live instructor leadtraining.
 23. The computer-based system according to claim 1, whereinthe related processes for managing and tracking availability, deliveryand results of the learning efforts further comprise related processesfor setting up and configuring the learner experience, managing a clientspecific course catalog, and maintaining user profiles.
 24. Thecomputer-based system according to claim 1, further comprising anoperations module configured to interact with other modules of thelearning solution to provide service control, service integration andcontinuous improvement to existing business processes.
 25. Thecomputer-based system according to claim 1, wherein the contentmanagement module is configured to develop the learning content by amanner of development comprising at least one of the following:purchasing said learning content, otherwise acquiring said learningcontent, and creating said learning content; wherein the modules areconfigured to produce the business driven learning solution with animperative to reduce cost and drive at least one profit center of thesales-based service organization, irrespective of the manner ofdevelopment of the proposed learning effort; and wherein the modules areconfigured to select the manner of development based on the budget andlogistical constraints.
 26. The computer-based system according to claim1, wherein the business strategy alignment module is configured toprepare an initial action proposal for a requested learning effort, theinitial action proposal comprising: a pre-production judgment as to anadvantageous type of delivery for presenting the requested learningeffort, given a likely set of applicable logistical and budgetconstraints for the requested learning effort, and a recommendation asto developing the proposed learning effort by creating the proposedlearning effort or by modifying content of an existing learning effort.27. The computer-based system according to claim 1, wherein the valuepropositions object is configured to perform at least one of thefollowing: presenting how the value proposition can be presentedeffectively to types of employees of the external customer; and trainingon customizing value propositions for the external customer.
 28. Thecomputer-based system according to claim 1, wherein the costjustification tools and techniques object is configured to perform atleast one of the following: teaching a sales force to identifyappropriate cost justification methods; and allowing practice with costjustification tools and techniques using case studies and examples. 29.The computer-based system according to claim 17, wherein the customerbusiness needs object is configured to perform at least one of thefollowing: identifying with a business perspective for the externalcustomer; matching potential solutions to the business needs of theexternal customer; probing levels of management for determining thebusiness needs of the external customer; and recognizing triggers forsales opportunities.
 30. The computer-based system according to claim17, wherein the customer solution components object is configured toperform at least one of the following: describing key features of eachproduct in the group of products in a context of the business needs ofthe external customer; presenting a competitive comparison for eachproduct in the group of products in the context of the business needs ofthe external customer; allowing practice in designing solutions forselected scenarios for the external customer; and instructing on how toensure compatibility of the at least one customer solution with acurrent environment of the external customer.
 31. The computer-basedsystem according to claim 17, wherein the competition object isconfigured to perform at least one of the following: developing anunderstanding of strengths and weaknesses of the competitor offerings;and presenting techniques to overcome competitor claims.
 32. Thecomputer-based system according to claim 1, wherein the appropriatelearning effort approach comprises at least one of the following: a newlearning effort, a modified learning effort, and documentation.
 33. Thecomputer-based system according to claim 1, wherein the requestcomprises an electronically submitted request.
 34. The computer-basedsystem according to claim 1, wherein the request contains responses tostandardized queries for providing detailed information about the firstlearning need to the business strategy alignment module.
 35. Acomputer-implemented method for aligning learning efforts of a salesforce of a sales-oriented organization with strategic business goals andpriorities of the sales-oriented organization, said method comprising:providing a system comprising at least one memory to store instructions,at least one processor having a plurality of software modules foraccessing the instructions stored in the at least one memory, whereinthe plurality of software modules comprise a business strategy alignmentmodule, a content management module, a delivery module, and a learningadministration module, and a central repository embodied oncomputer-readable medium for storing in electronic form at least oneknowledge object, for furthering an approach oriented around at leastone customer solution for business needs of an external customer, andlearning content to focus on a business strategy of the externalcustomer and to implement said learning efforts, wherein the knowledgeobject is acted upon by at least one of the software modules, thecentral depository comprising a data storage device, and executing theinstructions by the at least one processor to perform: recognizing andprioritizing business driven learning needs of said organization by thebusiness strategy alignment module; receiving a request, by the businessstrategy alignment module, that identifies a first learning need thatrequires a new or modified learning effort; and making an initialdetermination of a manner of addressing the request, the mannercomprising at least one of the following: denying the request: requiringa more detailed request; and accepting the request, wherein acceptingthe request further comprises selecting an appropriate learning effortapproach to meet the first learning need; implementing the learningefforts to meet said business driven learning needs within budget andlogistical constraints, the learning efforts comprising training formembers of the organization, with the training centered on the businessneeds of an external customer of the organization; designing, procuringand managing the learning content and the at least one knowledge object,wherein designing, procuring and managing is performed by the contentmanagement module, wherein the at least one customer solution comprisesa group of the products of the sales-based organization, wherein thelearning content comprises information relating to an interplay of theproducts in forming the at least one customer solution, wherein the atleast one knowledge object comprises at least one of the following: avalue propositions object for developing an understanding of a valueproposition offered by the at least one customer solution, and a costjustification tools and techniques object for presenting instruction onjustifying cost for the external customer, including identifying whencost justification may be required for the external customer; andwherein the designing, procuring and managing the learning contentfurther comprises creating, managing and operating the centralrepository; coordinating, by the delivery module, learning solutionresources for instructing said sales force across a plurality oftraining media in a cost-effective manner; and managing and trackingavailability, delivery and results of the learning efforts in relationto said sales force, by the learning administration module performing atleast one of the following actions: tracking training records of alearner or availability of course offerings, managing curriculum,performing course registration, performing course fulfillment support,and keeping records of training results.
 36. The computer-implementedalignment method according to claim 35, further comprising assessingwhether said alignment method meets the strategic business goals andpriorities of said organization.
 37. The computer-implemented alignmentmethod according to claim 36, wherein said assessing comprises:receiving performance metrics regarding operations of the designing,procuring and managing the learning content, coordinating the learningsolution resources, and managing and tracking the availability, deliveryand results of the learning efforts in relation to said sales force;comparing said performance metrics against predetermined minimum servicelevels; and revising the operations of designing, procuring and managingthe learning content; coordinating the delivery of the learning solutionresources; or managing and tracking the availability, delivery andresults of the learning efforts in an effort to have said performancemetrics meet said predetermined minimum service levels.
 38. Thecomputer-implemented alignment method according to claim 37, whereinsaid predetermined minimum service levels are operational requirementsagreed upon in a service level agreement between said organization and alearning services provider.
 39. The computer-implemented alignmentmethod according to claim 37, wherein said performance metrics are oftypes selected from the group consisting of learning-output metrics,learning-performance metrics, and learning impact metrics.
 40. Thecomputer-implemented alignment method according to claim 35, whereinrecognizing and prioritizing the business driven learning needscomprises identifying the strategic business goals and strategies ofsaid organization and assigning relative priorities thereto; and whereinselecting the appropriate learning effort approach comprises aligning aselected learning effort approach with said strategic business goals andstrategies of said organization according to said relative priorities.41. The computer-implemented alignment method according to claim 40,wherein recognizing and prioritizing the business driven learning needsfurther comprises: designating business tracts and initiatives forsorting potential learning efforts of said organization, said tracts andinitiatives correlating to said goals and strategies; and assigningbudget allocations to said tracts and initiatives reflecting saidrelative priorities of said goals and strategies, wherein said tracts,initiatives and budget allocations facilitate selecting the appropriatelearning effort approaches for each of the received requests.
 42. Thecomputer-implemented alignment method according to claim 41, whereindesignating the business tracts and initiatives comprises creating alearning blueprint that facilitates aligning learning efforts with saidprioritized business goals and strategies of said organization.
 43. Thecomputer-implemented alignment method according to claim 42, whereinsaid learning blueprint details said budget allocations for said tractsand initiatives.
 44. The computer-implemented alignment method accordingto claim 42, wherein said learning blueprint is revised as necessary toreflect significant changes in said business goals, strategies, andrelative priorities.
 45. The computer-implemented alignment methodaccording to claim 35, wherein implementing the learning effortscomprises estimating a cost for developing and delivering a proposedlearning effort to satisfy a request by said organization for training,and comparing said estimated cost to an associated budget allocation.46. The computer-implemented alignment method according to claim 45,wherein said proposed learning effort is modified until said estimatedcost satisfies said associated budget allocation.
 47. Thecomputer-implemented alignment method according to claim 45, whereinsaid cost is estimated according to a cost schedule detailing a standardset of charges for learning effort tasks.
 48. The computer-implementedalignment method according to claim 35, wherein designing, procuring andmanaging the learning content further comprises developing contentaccording to budget restraints, initial content design requirements, anddelivery timelines from recognizing and prioritizing the business drivenlearning needs.
 49. The computer-implemented alignment method accordingto claim 48, wherein developing said learning content comprisespurchasing said learning content, otherwise acquiring said learningcontent, or creating said learning content.
 50. The computer-implementedalignment method according to claim 35, wherein designing, procuring andmanaging the learning content comprises presenting the followingtraining mechanisms: a customer solutions overview object forsynopsizing a business strategy behind the at least one customersolution; a customer business needs object for showing techniques fordetermining the business needs of the external customer; a customersolution components object for developing understanding of the group ofproducts of the at least one customer solution; and a competition objectfor developing an understanding of comparable competitor offerings. 51.The computer-implemented alignment method according to claim 50, furthercomprising presenting an executive selling and solutions object foroffering courses on at least one of the following topics: developingbusiness acumen and techniques for presenting value-based salesproposals, and developing the value-based sales proposals.
 52. Thecomputer-implemented alignment method according to claim 35, whereindesigning, procuring and managing said learning content furthercomprises formatting or versioning the learning content and the at leastone knowledge object for facilitated retrieval of the learning contentand the at least one knowledge object from the repository.
 53. Thecomputer-implemented alignment method according to claim 52, whereindesigning, procuring and managing said learning content furthercomprises tagging and cataloging the learning content for reuse infuture learning efforts.
 54. The computer-implemented alignment methodaccording to claim 35, wherein designing, procuring and managinglearning content comprises the following additional steps: makingavailable a synopsis of an organization's business strategy behind aproduct line or the at least one customer solution; presentingtechniques for identifying customer solutions to the business needs ofthe external customer; developing an understanding of how to presentbusiness value of one of said customer solutions in a manner appropriateto the external customer's business responsibilities; presenting athorough explanation of each component of said at least one customersolution and how to integrate each component in the context of thebusiness needs of the external customer; presenting information tounderstand and differentiate products and claims of competitors; anddeveloping an understanding of how and when to use cost justificationtechniques.
 55. The computer-implemented alignment method according toclaim 54, further comprising integrating the additional steps intoreusable templates to facilitate learning content design for futurelearning solutions.
 56. The computer-implemented alignment methodaccording to claim 54, wherein designing, procuring and managinglearning content further comprises developing instruction for one-timecourse offerings of general topics relevant to the sales force that arereinforced throughout the additional steps.
 57. The computer-implementedalignment method according to claim 56, wherein developing instructionfor one-time course offerings includes developing instruction ondeveloping business acumen and techniques for value-based salesproposals.
 58. The computer-implemented alignment method according toclaim 35, wherein instructing said sales force further comprisesinstructing via a training activity selected from the group consistingof instructor led training, virtual classroom training, self-pacedtraining delivered via computer, and a blend of e-learning and liveinstructor lead training.
 59. The computer-implemented alignment methodaccording to claim 35, wherein instructing said sales force furthercomprises instructing using a training object having a format that isstandardized with training objects for products across all product linesoffered by said sales-oriented organization.
 60. Thecomputer-implemented alignment method according to claim 51, whereindeveloping the business acumen and techniques for presenting thevalue-based sales proposals includes presenting at least one of thefollowing: a value selling component, a component on identifyinginterests or concerns of different management levels, a component tointroduce how executives use financial statements, a financial analysiscomponent, a financial research component, and a component on makingpresentations to executives.
 61. The computer-implemented alignmentmethod according to claim 51, wherein developing the value-based salesproposals includes at least one of the following: crafting valuepropositions, using industry analysis tools to understand at least onebusiness of the external customer, using financial tools to understandthe at least one business of the external customer, identifying andarticulating a value hypothesis, developing techniques to optimize thevalue hypothesis, and creating a final value proposition.
 62. Thecomputer-implemented alignment method according to claim 35, wherein theappropriate learning effort approach comprises at least one of thefollowing: a new learning effort, a modified learning effort, anddocumentation.
 63. The computer-implemented alignment method accordingto claim 35, further comprising receiving the request electronically.64. The computer-implemented alignment method according to claim 35,further comprising obtaining detailed information about the firstlearning need from processing responses to standardized queries in therequest.
 65. A computer program embodied on a computer readable mediumfor aligning learning efforts of a sales force of a sales-orientedorganization with strategic business goals and priorities of thesales-oriented organization, wherein the computer program instructs atleast one processor to: access instructions for a plurality of softwaremodules, access at least one knowledge object for furthering an approachoriented around at least one customer solution for business needs of anexternal customer, and access learning content focusing on a businessstrategy of the external customer and implementing the learning efforts;wherein the instructions are stored in at least one memory; wherein theplurality of software modules comprise a business strategy alignmentmodule, a content management module, a delivery module, and a learningadministration module; wherein the at least one knowledge object isstored in electronic form in a central repository comprising a datastorage device and embodied on computer-readable medium; and wherein theknowledge object is acted upon by at least one of the software modules;and execute the instructions by the at least one processor to: recognizeand prioritize business driven learning needs of the organization by thebusiness strategy alignment module; receive a request, by the businessstrategy alignment module, that identifies a first learning need thatrequires a new or modified learning effort; make an initialdetermination of a manner of addressing the request, the mannercomprising at least one of the following: denying the request; requiringa more detailed request; and accepting the request, wherein acceptingthe request further comprises selecting an appropriate learning effortapproach to meet the first learning need; implement the learning effortsto meet the business driven learning needs within budget and logisticalconstraints, the learning efforts comprising training for members of theorganization, with the training centered on the business needs of anexternal customer of the organization; design, procure and manage thelearning content and the at least one knowledge object, whereindesigning, procuring and managing is performed by the content managementmodule, wherein the at least one customer solution comprises a group ofthe products of the sales-based organization, wherein the learningcontent comprises information relating to an interplay of the productsin forming the at least one customer solution, wherein the at least oneknowledge object comprises at least one of the following: a valuepropositions object for developing an understanding of a valueproposition offered by the at least one customer solution, and a costjustification tools and techniques object for presenting instruction onjustifying cost for the external customer, including identifying whencost justification may be required for the external customer; andwherein the designing, procuring and managing the learning contentfurther comprises creating, managing and operating the centralrepository; coordinate, by the delivery module, learning solutionresources for instructing the sales force across a plurality of trainingmedia in a cost-effective manner; and manage and track availability,delivery and results of the learning efforts in relation to the salesforce, by the learning administration module performing at least one ofthe following actions: tracking training records of a learner oravailability of course offerings, managing curriculum, performing courseregistration, performing course fulfillment support, and keeping recordsof training results.
 66. The computer program according to claim 65,wherein the appropriate learning effort approach comprises at least oneof the following: a new learning effort, a modified learning effort, anddocumentation.
 67. The computer program according to claim 65, whereinthe computer program instructs the at least one processor to receive therequest electronically.
 68. The computer program according to claim 65,wherein the computer program instructs the at least one processor toobtain detailed information about the first learning need fromprocessing responses to standardized queries in the request.
 69. Acomputer-based system for producing a business driven learning solution,the system comprising: a processor; and computer-readable mediumencoding instructions for automated production of the business drivenlearning solution for training members of a sales-based organization,the training centering on business needs of an external customer of thesales-based organization, said learning solution comprising modules ofinterrelated and interdependent business processes for execution by theprocessor, including: a business strategy alignment module configured torecognize and prioritize business driven learning needs of saidorganization and to implement learning efforts to meet said businessdriven learning needs within budget and logistical constraints; whereinthe business strategy alignment module is configured to receive arequest that identifies a first learning need and to make an initialdetermination of a manner of addressing the request, wherein the mannercomprises at least one of the following: denying the request, requiringa more detailed request, and accepting the request; and whereinaccepting the request further comprises selecting an appropriatelearning effort approach to meet the first learning need; a contentmanagement module configured to design, procure, and manage learningcontent to implement said learning efforts and at least one knowledgeobject that furthers an approach oriented around at least one customersolution for the business needs of the external customer, wherein the atleast one customer solution comprises a group of products of thesales-based organization, and wherein the learning content comprisesinformation relating to an interplay of the products in forming the atleast one customer solution; a delivery module configured to coordinatedelivery of learning solution resources for instructing said membersacross a plurality of training media in a cost-effective manner; and alearning administration module configured to contain related processesfor managing and tracking availability, delivery and results of thelearning efforts in relation to said members or departments within saidorganization.
 70. The computer-based system of claim 69, wherein said atleast one knowledge object comprises at least one of the following: avalue propositions object for developing an understanding of a valueproposition offered by the at least one customer solution, and a costjustification tools and techniques object for presenting instruction onjustifying cost for the external customer, including identifying whencost justification may be required for the external customer.
 71. Thecomputer-based system of claim 69, wherein the related processes includeat least one of the following: registrar processes for tracking trainingrecords of a learner or availability of course offerings, curriculummanagement processes, course registration processes, course fulfillmentsupport processes, and training results record keeping processes.
 72. Acomputer-implemented method for aligning learning efforts of a salesforce of a sales-oriented organization with strategic business goals andpriorities of the sales-oriented organization, said method comprising:providing a system comprising at least one memory to store instructions,at least one processor having a plurality of software modules foraccessing the instructions stored in the at least one memory, whereinthe plurality of software modules comprise a business strategy alignmentmodule, a content management module, a delivery module, and a learningadministration module, and a central repository embodied oncomputer-readable medium for storing in electronic form at least oneknowledge object, for furthering an approach oriented around at leastone customer solution for business needs of an external customer, andlearning content to focus on a business strategy of the externalcustomer and to implement said learning efforts, wherein the knowledgeobject is acted upon by at least one of the software modules, thecentral depository comprising a data storage device, and executing theinstructions by the at least one processor to perform: recognizing andprioritizing business driven learning needs of said organization by thebusiness strategy alignment module; receiving a request, by the businessstrategy alignment module, that identifies a first learning need thatrequires a new or modified learning effort; and making an initialdetermination of a manner of addressing the request, the mannercomprising at least one of the following: denying the request; requiringa more detailed request; and accepting the request, wherein acceptingthe request further comprises selecting an appropriate learning effortapproach to meet the first learning need; implementing the learningefforts to meet said business driven learning needs within budget andlogistical constraints, the learning efforts comprising training formembers of the organization, with the training centered on the businessneeds of an external customer of the organization; designing, procuringand managing the learning content and the at least one knowledge object,wherein designing, procuring and managing is performed by the contentmanagement module, wherein the at least one customer solution comprisesa group of the products of the sales-based organization, and wherein thelearning content comprises information relating to an interplay of theproducts in forming the at least one customer solution; and wherein thedesigning, procuring and managing the learning content further comprisescreating, managing and operating the central repository; coordinating,by the delivery module, learning solution resources for instructing saidsales force across a plurality of training media in a cost-effectivemanner; and managing and tracking availability, delivery and results ofthe learning efforts in relation to said sales force, by the learningadministration module.
 73. The computer-based method of claim 72,wherein said at least one knowledge object comprises at least one of thefollowing: a value propositions object for developing an understandingof a value proposition offered by the at least one customer solution,and a cost justification tools and techniques object for presentinginstruction on justifying cost for the external customer, includingidentifying when cost justification may be required for the externalcustomer.
 74. The computer-based method of claim 72, wherein managingand tracking the availability, the delivery and the results of thelearning efforts further comprises providing at least one of thefollowing: registrar processes for tracking training records of alearner or availability of course offerings, curriculum managementprocesses, course registration processes, course fulfillment supportprocesses, and training results record keeping processes.
 75. A computerprogram embodied on a computer readable medium for aligning learningefforts of a sales force of a sales-oriented organization with strategicbusiness goals and priorities of the sales-oriented organization,wherein the computer program instructs at least one processor to: accessinstructions for a plurality of software modules, access at least oneknowledge object for furthering an approach oriented around at least onecustomer solution for business needs of an external customer, and accesslearning content focusing on a business strategy of the externalcustomer and implementing the learning efforts; wherein the instructionsare stored in at least one memory; wherein the plurality of softwaremodules comprise a business strategy alignment module, a contentmanagement module, a delivery module, and a learning administrationmodule; wherein the at least one knowledge object is stored inelectronic form in a central repository comprising a data storage deviceand embodied on computer-readable medium; and wherein the knowledgeobject is acted upon by at least one of the software modules; andexecute the instructions by the at least one processor to: recognize andprioritize business driven learning needs of the organization by thebusiness strategy alignment module; receive a request, by the businessstrategy alignment module, that identifies a first learning need thatrequires a new or modified learning effort; make an initialdetermination of a manner of addressing the request, the mannercomprising at least one of the following: denying the request; requiringa more detailed request; and accepting the request, wherein acceptingthe request further comprises selecting an appropriate learning effortapproach to meet the first learning need; implement the learning effortsto meet the business driven learning needs within budget and logisticalconstraints, the learning efforts comprising training for members of theorganization, with the training centered on the business needs of anexternal customer of the organization; design, procure and manage thelearning content and the at least one knowledge object, whereindesigning, procuring and managing is performed by the content managementmodule, wherein the at least one customer solution comprises a group ofthe products of the sales-based organization, and wherein the learningcontent comprises information relating to an interplay of the productsin forming the at least one customer solution; and wherein thedesigning, procuring and managing the learning content further comprisescreating, managing and operating the central repository; coordinate, bythe delivery module, learning solution resources for instructing thesales force across a plurality of training media in a cost-effectivemanner; and manage and track availability, delivery and results of thelearning efforts in relation to the sales force by the learningadministration module.
 76. The computer program of claim 75, whereinsaid at least one knowledge object comprises at least one of thefollowing: a value propositions object for developing an understandingof a value proposition offered by the at least one customer solution,and a cost justification tools and techniques object for presentinginstruction on justifying cost for the external customer, includingidentifying when cost justification may be required for the externalcustomer.
 77. The computer program of claim 75 wherein the learningadministration module is configured to perform at least one of thefollowing actions: tracking training records of a learner oravailability of course offerings, managing curriculum, performing courseregistration, performing course fulfillment support, and keeping recordsof training results.